38 minute read
Lesson
Ancient China
unit 5
Advertisement
Unit Opener
Geography Challenge 234
Inquiry Project 236
Lesson 15
Geography and the Early Settlement of
China 238
How did geography affect life in ancient China?
Lesson 16
The Han Dynasty 250
In what ways did the Han dynasty improve government and daily life in China?
Lesson 17
The Silk Road 260
How did the Silk Road promote an exchange of goods and ideas?
Investigating Primary Sources – How Did Geography Affect Travelers Along the Silk Road?
Unit Closer
Studying Sources 274
Timeline Challenge 278
unit 6
Ancient Greece
Unit Opener
Geography Challenge 282
Inquiry Project 284
Lesson 18
The Rise of Democracy 286
How did democracy develop in ancient Greece?
Lesson 19
Life in Two City-States: Athens and Sparta 292
What were the major differences between Athens and Sparta?
Lesson 20
The Golden Age of Athens 304
Investigating Primary Sources – What Do Dramas of Ancient Greece Reveal About Its Society?
Lesson 21
The Legacy of Ancient Greece 318
How did ancient Greece contribute to the modern world?
Exploring the Social Sciences – Painting the Gods
Unit Closer
Studying Sources 330
Timeline Challenge 334
Ancient Rome
unit 7
Unit Opener
Geography Challenge 338
Inquiry Project 340
Lesson 22
The Rise of the Roman Republic 342
What were the characteristics of the Roman Republic, and how did they change over time?
Lesson 23
From Republic to Empire 348
Did the benefits of Roman expansion outweigh the costs?
Lesson 24
Daily Life in the Roman Empire 360
Investigating Primary Sources – Why Did Gladiators Fight?
Lesson 25
The Legacy of Rome in the Modern World 376
To what extent does ancient Rome influence us today?
Exploring Connections to Today – Lessons from Pompeii
Unit Closer
Studying Sources 392
Timeline Challenge 396
Europe During Medieval Times
unit 8
Unit Opener
Geography Challenge 400
Inquiry Project 402
Lesson 26
The Development of Feudalism in Western
Europe 404
How did feudalism establish order in Europe in the
Middle Ages?
Lesson 27
The Decline of Feudalism 416
How did events in Europe contribute to the decline of feudalism and the rise of democratic thought?
Exploring Biographies – The Trials of Joan of Arc
Lesson 28
The Byzantine Empire 428
How did the Byzantine Empire develop and form its own distinctive church?
Investigating Primary Sources – What Kind of Ruler Was Justinian I?
Unit Closer
Studying Sources 440
Timeline Challenge 444
The Middle East During Medieval Times
unit 9
Unit Opener
Geography Challenge 448
Inquiry Project 450
Lesson 29
Muslim Innovations and Adaptations 452
What important innovations and adaptations did medieval Muslims make?
Exploring Connections to Today – History at the Dinner Table
Lesson 30
From the Crusades to New Muslim
Empires 474
How did the Crusades affect the lives of Christians,
Muslims, and Jews?
Investigating Primary Sources – What Motivated People to Participate in the Crusades?
Unit Closer
Studying Sources 492
Timeline Challenge 496
The Culture and Kingdoms of West Africa
unit 10
Unit Opener
Geography Challenge 500
Inquiry Project 502
Lesson 31
Early Societies in West Africa 504
What was the most significant factor in the development of early societies in West Africa?
Lesson 32
Ghana: A West African Trading Empire 512
To what extent did trans-Saharan trade lead to Ghana’s wealth and success?
Lesson 33
The Influence of Islam on West Africa 522
In what ways did Islam influence West African society?
Investigating Primary Sources – What Does Ibn Battuta’s Writing Reveal About Islam in Medieval Mali?
Lesson 34
The Cultural Legacy of West Africa 538
In what ways do the cultural achievements of West Africa influence our culture today?
Exploring Connections to Today – Youssou N’Dour: A Modern-Day Griot
Unit Closer
Studying Sources 550
Timeline Challenge 554
Imperial China
unit 11
Unit Opener
Geography Challenge 558
Inquiry Project 560
Lesson 35
The Political Development of Imperial
China 562
Which method of selecting officials led to the best leaders for China?
Investigating Primary Sources – What Was It Like to Take a Civil Service Examination?
Lesson 36
Chinese Discoveries and Inventions 574
How have medieval Chinese discoveries and inventions influenced the modern world?
Lesson 37
China’s Contacts with the Outside World 586
How did the foreign-contact policies of three medieval
Chinese dynasties affect China?
Exploring Biographies – The Explorations of Admiral Zheng He
Unit Closer
Studying Sources 602
Timeline Challenge 606
unit 12
Pre-Feudal Japan
Unit Opener
Geography Challenge 610
Inquiry Project 612
Lesson 38
The Influence of Neighboring Cultures on
Japan 614
Exploring Literature – Tomoe Gozen: History or Legend?
Lesson 39
Heian-kyo: The Heart of Japan’s Golden
Age 628
What was life like for aristocrats during the Heian period?
Investigating Primary Sources – Why Was Lady Murasaki an Important Figure in Japan’s History?
Unit Closer
Studying Sources 644
Timeline Challenge 648
Civilizations of the Americas
unit 13
Unit Opener
Geography Challenge 652
Inquiry Project 654
Lesson 40
The Maya 656
What led to the rise, flourishing, and fall of the
Maya civilization?
Lesson 41
The Aztecs 668
How did the Aztecs rise to power?
Investigating Primary Sources – How Did Religion Influence Aztec Culture?
Lesson 42
The Incas 680
How did the Incas manage their large and remote empire?
Exploring the Social Sciences – Walking Across Space: Incan Rope Bridges
Unit Closer
Studying Sources 696
Timeline Challenge 700
unit 14
The Medieval World, 1200–1490
Unit Opener
Geography Challenge 704
Inquiry Project 706
Lesson 43
The Mongol Empire 708
How did the Mongol Empire destroy states and increase the interconnection of Afroeurasia?
Lesson 44
Increasing Trade and Competition 716
How did increasing trade lead to the exchange of ideas and new conflicts?
Unit Closer
Studying Sources 724
Timeline Challenge 728
Europe’s Renaissance and Reformation
unit 15
Unit Opener
Geography Challenge 732
Inquiry Project 734
Lesson 45
The Renaissance Begins 736
What changes in Europe led to the Renaissance?
Investigating Primary Sources – How Does Renaissance Art and Literature Reflect Humanist Ideals?
Lesson 46
Florence: The Cradle of the Renaissance 750
What advances were made during the Renaissance?
Exploring Connections to Today – From Gutenberg to the Internet
Lesson 47
The Reformation Begins 766
What factors led to the weakening of the Catholic Church and the beginning of the Reformation?
Unit Closer
Studying Sources 776
Timeline Challenge 780
unit 16
Europe Enters the Modern Age
Unit Opener
Geography Challenge 784
Inquiry Project 786
Lesson 48
The Age of Exploration 788
How did the Age of Exploration change the way Europeans viewed the world?
Exploring Perspectives – Bartolomé de Las Casas: From Conquistador to Protector of the Indians
Lesson 49
The Scientific Revolution 808
How did the Scientific Revolution change the way people understood the world?
Lesson 50
The Enlightenment 818
How have the ideas of the Enlightenment influenced modern government?
Investigating Primary Sources – How Did the Enlightenment Influence the Declaration of Independence?
Unit Closer
Studying Sources 834
Timeline Challenge 838 Resources 840
Maps
The Silk Road on the Sea 32
Jewish Diaspora in the Roman Empire,
About 200 c.e. 38 The Expansion of Islam, 632–750 c.e. 46 The Spread of Buddhism 52 Early Neolithic Settlements, About 8000 b.c.e. 72 Mesopotamia, About 2500 b.c.e. 80 The Akkadian Empire, About 2300 b.c.e. 106 The Babylonian Empire, About 1750 b.c.e. 108 The Assyrian Empire, About 650 b.c.e. 110 The Neo-Babylonian Empire, About 600 b.c.e. 112 Early American Migration Routes 116 Important Monument Sites in Ancient Egypt 144 Egypt and Kush, 1600–1100 b.c.e. 174 Brahmaputra River in India 192 Deccan Plateau 193 Ganges River in India 194 Himalaya Mountains 195 Hindu Kush Mountains 196 Indus River 197 Thar Desert in India 198 Early Settlements in India 199 Ganges River 200 The Indus River Valley 206 Achievements of the Gupta Empire,
About 320–550 c.e. 217 Trade Routes in Asia, About 550 c.e. 224 Inner and Outer China,
About 1700 b.c.e.–220 c.e. 240 Tibet-Qinghai Plateau 242 The Taklimakan Desert and Gobi Desert 243 Northeastern Plain 244 North China Plain 245 Chang Jiang Basins 246 The Han Empire, About 80 b.c.e. 252 Exchanges Along the Silk Road 262 The Eastern Half of the Silk Road
During the Han Dynasty 265 The Western Half of the Silk Road
During the Han Dynasty 267 The Silk Road 269 The Silk Road on the Sea 272 Athens and Sparta, About 500 b.c.e. 294 Territory Controlled by Rome, About 264 b.c.e. 353 Territory Controlled by Rome, About 146 b.c.e. 355 Territory Controlled by Rome, About 44 b.c.e. 357 Territory Controlled by Rome, About 117 c.e. 359 Western Europe and the Byzantine Empire,
About 500 c.e. 379 The Spread of the Plague in the 14th Century 420 The Byzantine Empire, Mid-6th Century 430 Medieval Trade Routes 454 Major European Crusades, 1096–1204 477 Major Muslim Empires, 900–1500 485 Three Early West African Kingdoms, 500 to 1600 c.e. 511 Kingdom of Ghana, About 1000 c.e. 515 Two North African Trade Routes, 400–1200 c.e.517 The Travels of Ibn Battuta, 1325–1353 532 The Mongol Empire, About 1300 568 The Silk Road During the Tang Dynasty 588 Route of Marco Polo, 1271–1295 591 Naval Voyages of Zheng He, 1405–1433 592 Trade and Interconnectedness c. 1300 598 Asian Influences on Japanese Culture 616 Japan, 794 630 Maya Civilization, About 900 c.e. 659 The Valley of Mexico, About 1500 671 The Aztec Empire, Early 1500s 674 The Inca Empire, About 1500 682 Four Khanates of the Mongol Empire,
About 1300 711 Major Italian City-States During the Renaissance 743 Routes of Portuguese Explorations 793 Routes of Early Spanish Explorations 796 Routes of Later Spanish Explorations 798 Routes of Other European Explorations 801 Routes of World-Wide European
Explorations, 1400–1700 802
Diagrams and Tables
Planning an Inquiry About Your Community’s
History: A Checklist
15 From Caves to City-States 84 Organization of Ancient Egyptian Society 156 Ancient Greek Governments 288 Olympian Gods and Goddesses 307 Citizens’ Association 347 The Roman Legacy in Modern Words and
Numerals 385 China’s Imperial Dynasties 564 Voyages of Discovery, 1405–1521 596 Steps of the Scientific Method 815
Selected Primary Sources: Text
The Equipment of a Syrian Expedition, 1 550–1050 b.c.e., Amenope 171
The Satire of the Trades, 2030–1640 b.c.e.,
Dua-Khety 203
A Record of Buddhistic Kingdoms, 399–414 c.e., Fâ-hien 271 The Periplus of the Erythraean Sea, 1st century 273 Prometheus Bound, 458 b.c.e, Aeschylus 315 The Persians, prior to 472 b.c.e., Aeschylus 316 Tusculan Disputations, 1st century b.c.e., Marcus
Tullius Cicero 373 Letter from Seneca from Lucilius, 1st century b.c.e.,
Lucius Annaeus Seneca 374 The Institutes of Justinian, Book 1: Of Persons, 527–565 c.e. 437 The Secret History, Procopius, mid-6th century 439 Stephen, Count of Blois and Chartres, to His Wife,
Adele, Stephen, Count of Blois, 1098 487 The Response to Pope Urban II’s Plea,
Fulcher of Chatres, 1100s 488 The Germans at first regard of the crusaders as madmen., Ekkehard of Aurach, early 1100s 489 The Travels of Ibn Battuta A.D. 1325–1354.
Vol. I, Ibn Battuta, 1325–1354 533–534 Travels in China, Sir John Barrow, 1804 570 The Great Learning, Confucius, date unknown 571 The Seven Likenesses of a Candidate,
Pu Songling, date unknown 572 The Diary of Murasaki, Lady Murasaki, 1007 641 The Diary of Sarashina, Lady Sarashina, 1022 642 The Diary of Murasaki, Lady Murasaki, 1008 644 Sonnet CXXVI, Petrarch, 14th century 644 On the Nature of Poetry, Petrarch, mid-1300s 748 The Decameron, Giovanni Boccaccio, mid-14th century 749 The Two Treatises of Government,
John Locke, 1689 or 1690 830 The Spirit of Laws, Montesquieu, 1748 831 An Essay on Crimes and Punishments,
Cesare Beccaria, 1764 832 The Declaration of Independence, 1776 833
Selected Primary Sources:
Quotations
Sir Charles Leonard Woolley, on excavating an ancient city, 1922 86 Hammurabi, on his achievements 109 Ancient Egyptian vizier, on impartiality 158 Dr. Veer Bhadra Mishra, on importance of the Ganges 202 Euripides, Helen 327 Cicero, on government 347 Treaty between Roman leaders and their Latin neighbors, 493 b.c.e. 352 Roman judge, on law 363 Paul of Tarsus, on the lives of the poor, 1st century c.e. 370 Joan of Arc, on seeing three saints, 1425 424 Joan of Arc, on her message to King Charles 425 Joan of Arc, on the truce between King
Charles VII and Duke of Burgundy, 1429 426 Joan of Arc, on being put on trial, 1431 427 Joan of Arc, on signing her confession, 1431 427 Procopius, The Secret History 431 Procopius, on the Hagia Sophia 438 Rabi’a, poem 461 Fulcher of Chartres, account of Pope Urban II’s speech at the Council of Clermont 486 Ibn Battuta, on Islam in West Africa 527 Fujiwara Michinaga, on the world 632 Sei Shonagon, Pillow Book 637 Murasaki Shikibu, poem 674 Ephraim George Squier, advice on crossing an Incan rope bridge 695 Helaine Silverman, on crossing an Incan rope bridge 695 Giorgio Vasari, on Donatello’s David 755 Antonio de Montesinos, sermon, 1511 805 Bartolomé de las Casas, The Devastation of the
Indies: A Brief Account, 1552 806 Antonie van Leeuwenhoek, on seeing bacteria 816 Bernard de Fontenelle, on reason and progress, 1702 819 Thomas Hobbes, Levianthan, 1651 822 Voltaire, on the right to be governed by law 825 Mary Wollstonecraft, A Vindication of the Rights of Woman, 1792 828 Abigail Adams, on women’s rights, 1776 862
Selected Primary Sources:
Artifacts and Art
Prehistoric spear thrower made of reindeer antler bone 11 Sculpture of a bison made from gold-colored clay 12 Minoan clay figures 17 Assyrian tablets written in cuneiform script from Kanesh, Turkey 20 Sumerian dagger 54 Queen Puabi’s headdress 55 Neolithic hand ax made from obsidian 77 Sumerian wooden lyre 97 Sumerian wooden wheel 98 Sumerian mosaic of a ruler and servants from the Standard of Ur, 2600–2400 b.c.e. 100 Gold, lapis lazuli, and carnelian necklace with locket from Ancient Sumer 101 Sumerian bronze foundation nail, 2100 b.c.e. 102 Sumerian incense or offering stand made for King Gudea, 2100 b.c.e. 103 Assyrian bas-relief from palace of King Sargon II 105 Mesopotamian Victory Stele 107 Mississippian pottery and ceramics 128 Ancient Egyptian ivory statue of Khufu 145 Ancient Egyptian painting of Ramses II in battle 148 Ancient Egyptian statue of Imhotep 158 Ancient artisans at work 165 Egyptian scribe palette, wood plated with gold 168 Egyptian papyrus inscribed with mathematics, 1630–1523 b.c.e. 170 Stone weights from Mohenjodaro 207 Stone statue from Mohenjodaro 209 Necklace with stone beads from Mohenjodaro 209 Stone seal from Mohenjodaro 209 Gupta mural in the Ajanta caves 214 Manuscript from the Bhagavata Purana 219 Gupta mural of the Jakata tales in the Ajanta caves 220 Gupta sculpture of Buddha’s head 221 Gupta sculpture of Ganga 221 Gold Gupta coins 222 Gupta mural of Buddha from the Ajanta cave 225 Bronze statue of Han official in chariot 253 Sketch from ancient Chinese medical book 257 Statue of Sima Qian 259 Bronze Han statue of spirited horse 265 Map of travelers along the Silk Road from World
Map Globe by Vincenzo Coronelli, 1683 270 Ancient Greek vase of musician 289 Ancient Greek voting token 291 Ancient Greek vase of a shopper and merchant 296 Ancient Greek pottery of mother and daughter 298 Statue of Spartan woman athlete 302 Stone carving of Spartan soldier 303 Bas relief of Andria from Pompeii, Italy, 2nd century b.c.e. 314 Greek vase of a satyr production, 425–375 b.c.e. 317 Terracota bas relief of Roman gladiator, 1st–3rd century 372 Roman clay lamp of gladiators, 3rd century 375 Latin inscription, Arch of Constantine 384 Statue of emperor Marcus Aurelius on horseback 386 Illumination from the Codex Justinianus, 6th century b.c.e. 436 Map of Jerusalem, 12th century 474 Painted scroll from Vietnam called
The Festive Return of the Civil Servant, 14th or 15th century 573 Painting on a page from the diary of
Lady Murasaki, 13th century 617 Woodblock image from a Japanese book, 1670 640 Aztec vessel of Tlaloc from Tomb Number 21 in Tenochtitlan, Mexico, 1400s 676 Aztec stone carving of Quetzalcoatl, 15th century 677 Manuscript illumination of an entertainer and ball player from the Aztec Codex
Mendoza, 1541 678 Manuscript illumination of a game of ōllamalitzli from the Aztec Codex
Magliabechiano, mid-1400s 679 Painting titled The School of Athens by Raphael, 1510 740 Map of Florence, late-15th century 742 Painting on the Brancacci Chapel in Florence,
Italy, called St. Peter Healing the Sick with His Shadow, 1425–1427 746 Italian canvas portrait of Francesco Petrarch by Andrea del Castagno, 1450 747 Map of the world called Maris Pacifici by Ortelius, 1589 788 Drawing titled Vitruvian Man by Leonardo da Vinci, 1661 810
Journey Through a TCI Inquiry-Based Unit
Immerse students in history with TCI’s inquiry-based units. Each unit in this program will guide students through the inquiry process, providing opportunities to engage in research projects and to develop arguments around primary sources.
Additionally, each lesson in the unit offers guiding questions that facilitate class discussion and debate, stunning images for students to investigate, and rich written and visual primary sources.
UNIT 3 ANCIENT EGYPT AND KUSH
Follow the steps below to complete a Guided Inquiry during this unit. Use the activities and disciplinary sources to build your knowledge and gather evidence. Then construct an argument that answers the compelling question.
STEP 1
Developing Questions
Compelling Question
How did ancient civilizations affect each other?
Staging the Question
Find a picture of a pyramid from ancient Egypt. Find a picture of a pyramid from ancient Kush. Discuss: What is similar about the pyramids? What is different? Why might two different civilizations both build pyramids? How might they have interacted with each other?
STEP 2
Using Disciplinary Sources to Build Arguments
Supporting Question 1
What do we know about ancient Egypt?
Lesson: The Ancient Egyptian Pharaohs
Activity
“Visit” monuments along the Nile River to learn about four ancient Egyptian pharaohs and their important accomplishments. (Classroom Activity)
Sources
Source A: "Ancient Egypt and Its Rulers" (Reading - Section 1) Source B: "The Egyptian Mummy Project" (Reading - Exploring the Social Sciences) Source C: "Analyzing Images of Pharaohs" (Online Reading - Explore)
Formative Task
List three facts that historians think we know about Egypt. Then explain how archaeological techniques have changed over time.
140 Unit 3
Supporting Question 2
How did Egypt influence Kush? How did Kush influence Egypt?
Lesson: The Kingdom of Kush
Activity
Analyze and bring to life images representing four key periods in the history of the Kingdom of Kush. (Classroom Activity)
Sources
Source A: "Kush's Early Interactions with Egypt" (Reading - Section 1) Source B: "Through the Eyes of a Historian: Herodotus Writes About Kush" (Online Reading - Primary Source) Source C: "Something Borrowed: Kush Transforms Egyptian Ideas" (Online Reading - Explore)
Formative Task
Write two paragraphs. In the first, explain the main ways that Egypt influenced Kush. In the second, explain the main ways that Kush influenced Egypt.
1
Inquiry Project
Each unit includes an inquiry project to guide discovery of the content and tie together the lessons in a meaningful way.
2
Geography Challenge
Video-based Geography Challenges kick off each unit by introducing students to a region and inspiring questions about the region.
3
TCI’s Lessons
Each lesson offers multiple approaches to learning. Whether teachers use the Classroom Activity, Video Activity, or Text with Notes, they’ll cover the same content.
6
Timeline Challenge
Each unit ends with a Timeline Challenge, an activity in which students practice their timeline and cause-and-effect skills to order major events from the unit.
Summative Assessments
Each lesson and unit comes with a TCI-created summative assessment, which fully assesses student mastery of content and skills. The test is ready to take, but teachers can edit and customize the test to meet the needs of their classrooms.
5
Dive Deeper
Each unit includes a variety of print and online resources to go in-depth with primary sources, literature, and high-interest readings directly related to the content.
4
Exploring Biographies
Unit Inquiry Projects
Each unit in History Alive! has an optional Inquiry Project that outlines an inquiry-focused pathway through the unit. Students develop questions, use disciplinary sources to build arguments, communicate their conclusions with evidence, and then take informed action.
Four types of unit-level inquiry are included throughout the program: Structured, Guided, Embedded Action, and Student-Directed.
Each Inquiry Project begins with a compelling question and an activity to set the stage for inquiry.
Carefully sequenced supporting questions provide a roadmap for using sources to build the necessary disciplinary knowledge.
Each supporting question includes a hands-on activity, a list of primary and secondary sources, and a formative task.
UNIT 13 CIVILIZATIONS OF THE AMERICAS
Follow the steps below to complete an Embedded Action Inquiry during this unit. Use the activities and disciplinary sources to build your knowledge and gather evidence. Then construct an argument that answers the compelling question.
STEP 1
Developing Questions
Compelling Question
How can studying the past lead to an appreciation of other people and places?
Staging the Question
What is life like for other people around the world? Brainstorm with a partner, then discuss as a class: What are some other places that interest you? (Look at a map or globe if needed!) What would you like to know about this place and the people who live there?
STEP 2
Using Disciplinary Sources to Build Arguments
Supporting Question 1
What can you appreciate about the Maya?
Lesson: The Maya
Activity
Interpret the meaning of the Sacred Round used by the Maya to reveal aspects of Maya culture. (Classroom Activity)
Sources
Source A: "The Development of Maya Civilization" (Reading - Section 1) Source B: "The Popul Vuh" (Online Reading - Primary Source)
Formative Task
Create glyphs to represent four important aspects of Maya culture. (Notebook - Processing)
Supporting Question 2
What can you appreciate about the Aztecs?
Lesson: The Aztecs
Activity
Analyze images to learn about the development of the Aztec Empire. (Classroom Activity)
Sources
Source A: "Tenochtitlán: A City of Wonders" (Reading - Section 2) Source B: "Poem by Nezahualcoyotl (1402–1472)" (Online Reading - Literature) Source C: "How Did Religion Influence Aztec Culture?" (Reading - Investigating Primary Sources)
Formative Task
Design a flag depicting important details about the Aztec empire. (Notebook - Processing)
654 Unit 13
Each supporting question is tied to a TCI lesson that students can use to gather additional information. The lesson title is identified here.
STEP 3
Communicating Conclusions with Evidence
STEP 4
Taking Informed Action
UNIT INQUIRY PROJECT
Supporting Question 3
What can you appreciate about the Incas?
Lesson: The Incas
Activity
Simulate relaying a message from one part of the Incan empire to another. (Classroom Activity)
Sources
Source A: "The Rise of the Inca Empire" (Reading - Section 1) Source B: "Pachacuti Inca Yupanqui (1438–1471)" (Online Reading - Biography) Source C: "Walking Across Space: Incan Rope Bridges" (Reading - Exploring the Social Sciences)
Formative Task
Complete Venn diagrams comparing aspects of the Incan civilization to your own society. (Notebook - Processing)
Supporting Question 4
How can you share your appreciation for other cultures?
Activity
Choose one of the civilizations you learned about.
• Identify the three things that you most appreciate about that culture.
• Research to find one other interesting aspect of this culture. Select relevant sources from your research. Complete these tasks: • List reasons why people should appreciate the culture you chose. • Brainstorm ways that you could share your newfound appreciation of this culture with your class, family, or community.
Sources Formative Task
Summative Task
Argument Construct an argument about how studying the past can lead to an appreciation of other people and places. Propose a plan to help others around you appreciate the civilization you chose.
Taking Informed Action
Act After reviewing your plan with your teacher, implement it!
ACTIVITY ONLINE www.teachtci.com Inquiry Project Go online to complete the activities, readings, and tasks. Fill out the corresponding prompts for each step in your print or online notebook.
Civilizations of the Americas 655 Citations in parentheses show the specific location in the TCI lesson to find the activity, source, or formative task. Some activities and tasks, particularly in Guided and Embedded Action inquiries, will be independent of the TCI lessons, as they extend the lesson or require research.
Every Inquiry Project culminates in a written argument answering the compelling question. An optional Extension supports differentiation of the summative task.
The Taking Informed Action section provides ways to connect history to today and take action on important issues.
Flexible Lesson Options
Flexibility is key to the development of this program. Teachers can choose any of the approaches for any lesson and know that they’re covering the key content of the chapter.
Classroom Activities develop skills and content knowledge through hands-on learning, meaningful classroom discussion, and more. Every activity begins with a Preview that connects to prior knowledge and closes with a Processing activity to demonstrate understanding of the content.
Video Activities bring key ideas from the text to life in meaningful videos. Then a series of quick activities gauge understanding and provide opportunities to engage with the content.
Reading and Notes are embedded in the first two options but are also robust enough to stand alone. With carefully crafted questions, critical thinking is embedded in every lesson.
Videos, Perspectives, and Primary Sources
Every unit starts with a Geography Challenge video that provides a virtual tour to introduce each region, bringing ideas from the book to life.
Easy-to-use Video Activities provide opportunities to interact with the big ideas of each lesson.
Explore rich online readings that allow students to encounter multiple perspectives, analyze primary sources, connect with literature, explore biographies, and more with carefully crafted text and questions to reflect on the content of each reading.
Primary sources are embedded throughout the program, including photographs, documents, and more.
ONLINE RESOURCES AND VIDEOS
www.teachtci.com
Watch for this purple box throughout this book. It will guide you to additional online resources.
Investigating Primary Sources
Each unit in History Alive! has a four-page Investigating Primary Sources feature that engages and challenges students to analyze a variety of sources. These focused inquiries guide students to answer a compelling question by building an argument supported with evidence. Here are some highlights that show how Investigating Primary Sources engages students’ curiosities.
The title frames an engaging, compelling question that guides the entire piece. Students later build a claim that answers this question. A bold introduction paragraph sets up the compelling question and the sources that students will explore.
Investigating Primary Sources
What Do Dramas of Ancient Greece Reveal About Its Society?
Just as people in today’s society are entertained by movies and television shows, ancient Greeks flocked to open-air theaters to enjoy actors performing in plays. How were these dramas put together? And what were these plays about? You will examine four primary sources related to Greek drama. Then you will create a claim about what Greek dramas reveal about that society.
This bas relief was found in Pompeii, Italy, and now resides in a museum in Naples. It shows a scene from the ancient comedy Andria, which is about a father who arranges a marriage for his son who has already chosen his own bride. Ancient Greek drama tells us about the society at the time.
In ancient Greek drama, unlike today’s entertainment, there were no lights, cameras, or microphones. There was a stage at the bottom of a bowl-shaped theater and thousands of seats around it. Scenery was painted on canvases, while actors—men only—wore masks that depicted their emotions. The scenes made audiences laugh, cry, and examine their own lives.
There were three main categories of Greek plays. Comedy made fun of people’s foolishness. Tragedy, on the other hand, portrayed serious themes such as love or disappointment, making the audience think about emotional and moral situations. Satyr plays were short, comic scenes inserted between acts of a tragedy and made fun of the play’s characters, the playwright, and other people. When playwrights finished writing, they selected actors and designed scenery. The artifact pictured is a carved bas relief tablet from the 2nd century b.c.e. showing a scene from an ancient comedy called Andria. The author, Publius Terentius Afer, was a Roman comic writer who adapted Andria from a Greek drama. His play was first performed in 166 b.c.e. Identify the musician, the actors’ masks, and the scenery on the tablet. Based on this artifact and the caption, what can you learn about ancient Greek drama and ancient Greek society?
314 Lesson 20
Each section provides wellresearched background related to the primary sources and their historical contexts. This content can be used to help support students’ claims.
A Greek Tragedy: Prometheus Bound
Playwrights often wrote plays about the Greek gods. For example, Prometheus Bound is a famous Greek tragedy about one of the original Greek gods, Prometheus. Some scholars believe it was written by the poet Aeschylus after 458 b.c.e. It was first created as a poem and later revised into full sentences.
Picture the scene: Prometheus is chained to a steep cliff. He is being punished by Zeus, the ruler of all gods. Zeus wanted to destroy humankind, but Prometheus saved them by giving them the gift of fire. In this scene, another god, Oceanus, has come to visit Prometheus during his punishment. Prometheus is recounting all he has done for humankind.
What situations is Prometheus describing in this excerpt? What does the text tell you about the kinds of activities in Greek society at that time? Based on this excerpt, how would you describe the relationship between ancient Greeks and their religion and gods? How were drama and religion connected in ancient Greece?
Prometheus Bound
“[Mankind] neither knew how to construct houses of brick with their fronts to the sun, nor yet the art of working in wood . . . but pursued all their occupations without discernment, until I explained to them the risings of the stars and their mysterious settings. Besides, I first discovered for them numbers, the highest of inventions; and the structure of a written language; and Memory, the mother of the Muse, effective in every art. And I was the first who bound in harness animals made obedient to the yoke; and, in order that they might prove, by their strength, the substitutes for mortals in the greatest toils, I taught the steeds to be guided by the rein in chariots, the ornaments of wealth and luxury. And no one before me invented the bark of the mariner, that traverses the sea with its canvas wings.
. . . if any one was assailed by disease, there was no specific against it . . . but the sick fell away through want of medicine, until I taught them to compound soothing restoratives, by which they might be able to repel all maladies . . . But, in a few words, you shall learn at once the extent of my benefits: there is no art among men that is not derived from Prometheus.”
—Aeschylus, after 458 b.c.e.
The Golden Age of Athens 315
Each page concludes with a set of supporting questions that help students pursue the main question.
Textual primary sources are easily identifiable. Students are challenged and asked to analyze these primary sources, and to use their analysis in a supported claim.
Another Greek Tragedy: The Persians
Here is an excerpt from another play by Aeschylus. He was one of the most famous writers of Greek tragedies and won several awards at Athens’s major drama competition, the Great Dionysia, held every March. This play, Persians, won the first-place prize in 472 b.c.e. as part of a three-play trilogy. Unfortunately, the other two plays have been lost.
Aeschylus was a Greek soldier in the Greco-Persian Wars. When he returned home, he wrote Persians, which takes place in Susa, Persia. In this scene, the royal family is anxiously awaiting news about the recent battle between Persia and Greece. Finally, a messenger arrives and describes the battle.
The Persians
“A Grecian ship first began the attack . . . At first, indeed, the torrent of the Persian forces made head against the attack; but when their numerous ships were crowded together in the Straits, and no aid could be afforded to one another . . . the Grecian ships with no unskilful tactics bore down upon them, encompassed in a circle . . . and the sea could no longer be discerned, being covered with the wrecks of the ships and the slaughtered bodies of men . . . and every ship rowed away in disorderly flight, as many as belonged to the armament of the Barbarians. But the Greeks kept striking and hacking them . . . with the fragments of the oars and the splinters of the wrecks . . . till the eye of dark night broke off the combat. But I could not fully unfold to you the multitude of our evils, not even though I should describe them in order for ten days: for be well assured of this, that never in one day did so great a number of men perish.”
—Aeschylus, prior to 472 b.c.e.
In this scene, what does the messenger tell the Persian royalty about the battle? Based on this excerpt, what can you understand about the relationship between Persia and Greece in ancient times? What do you learn about the military of ancient Greece? How does the fact that the author was a Greek soldier affect the play? How might it have been different if the playwright had been a Persian soldier? Why would a Greek audience enjoy this play?
316 Lesson 20 Students are invited to observe images of artifacts, portraits, and more to better understand the content. Captions highlight important details of the accompanying image.
Winning a drama competition brought great fame and respect to a playwright. Playwrights took their work very seriously, as did the audiences, so it is no wonder that playwrights insisted on many long hours of preparation and practice before a performance.
This ancient vase from 425–375 b.c.e. shows details of the preparation for a satyr production in Athens. The vase was found in southern Italy.
The details on the vase give viewers a glimpse of how preparation for a performance may have looked. In the top center image, we see two Greek gods. Not only were gods the subjects of many plays, they also were thought to attend the plays. In the far top right corner, two actors are conversing before the play begins. The left actor is dressed as Heracles, a kind and very powerful son of Zeus (also known by the Roman name Hercules). At the bottom of the vase, we see a musician, singers, and dancers holding their masks and practicing lines.
What does it tell you about Greek society that these dramas were so well prepared? Why would ancient Greeks create competitions for their dramas? What does that say about the society? Why were poets and playwrights so highly respected in Greek society?
Review the four primary sources. Prepare a claim about what drama of ancient Greece reveals about its society, supporting your claim with evidence from the primary sources. You may want to note what additional information or sources would be helpful to provide several viewpoints.
This ancient vase depicts scenes of actors, dancers, and musicians practicing for a play. Everyone worked hard to give an excellent performance, which reveals something about the importance of drama in Greek society.
The Golden Age of Athens 317
Every feature ends with an activity that requires students to think critically and answer the compelling question.
Supporting Literacy Through Social Studies
History Alive! has literacy instruction built into the Student Text, Interactive Student Notebook, and Activities. The following key points emphasize integration of literacy in social studies instruction.
Reading
Comprehending Informational Text
Text written at grade level invites all students to engage with rich, informative content. Online supports include the option to see the main ideas, leveled text online, and meaningful visuals, making the text accessible to all learners.
Vocabulary Development History Alive! scaffolds the learning of social studies and history vocabulary by presenting the words and phrases in context but offering succinct definitions in the margins and glossary. Students record information based on text structure and historical perspective in their Reading Notes.
Analysis of Primary and Secondary Sources
Analysis of both primary and secondary sources takes place throughout lessons, through both written and visual literacy skills.
Writing from Sources
History Alive! requires students to write for different purposes, including to develop claims that are supported with evidence. In inquiry activities, students are often asked to construct written arguments to persuade others to accept a conclusion or proposal. They construct their claims using precise language and social studies vocabulary.
Toolkits for Skill Building In addition to embedded opportunities to practice writing, skillsbased toolkits are offered online to further develop literacy skills.
Diverse Writing Opportunities History Alive! provides many writing opportunities, including to explain main ideas and justify reasoning. Guided writing exercises allow for writing practice in a variety of formats with clear rubrics and guidelines.
Speaking and Listening
Collaboration
Civil Discourse
Classroom Activities provide opportunities for students to collaborate with clearly defined roles and tasks that allow all students to actively contribute to group projects.
Structured prompts and clear guidelines provide opportunities for active listening and participation in evidence-based discussions.
Considerate Text
History Alive! engages students and helps them read text that is more complex and at a higher level. That’s because our writers wrote it as “considerate text,” which is another way to say that it makes readers want to read it. Considerate text is well written and well organized. Here are some ways TCI’s student text is considerate of all levels of readers.
Short sections, each with an informative title, create an organized structure that helps readers understand and remember the main ideas.
Important new social studies words are in bold and blue type. These words are defined in the margin and in the glossary.
Thoughtfully selected large images illustrate the main ideas and support visual learners.
Academic vocabulary words are bolded in black and presented with a clear context.
pharaoh a ruler of ancient Egypt
1. Ancient Egypt and Its Rulers
Ancient Egypt had three periods of stability and unity under the rule of pharaohs. Historians call these periods the Old Kingdom, the Middle Kingdom, and the New Kingdom. The Old Kingdom lasted from about 2700 to 2200 b.c.e. During this time, early pharaohs set up a strong central government. They also had great pyramids built as tombs for themselves. Some historians call this time the Age of the Pyramids. The Middle Kingdom (about 2000 to 1800 b.c.e.) is sometimes called the Period of Reunification because it followed years of chaos and disunity. During this era, Egyptians enjoyed many great achievements in literature, art, and architecture. The New Kingdom (about 1600 to 1100 b.c.e.) is often called Egypt’s Golden Age. During this time of peace and stability, ancient Egypt’s power reached its height. Rulers, like Thutmose III, expanded the empire far up the Nile River into modern-day Sudan and into the Levant, which is the coastal region at the eastern end of the Mediterranean Sea. Religion played a central role in Egypt’s social and political order. Mediterranean Pharaohs were believed to be gods. They
Sea owned all the land and were responsible for their people’s well-being. They were kings, generals, and religious leaders, all combined. During the Old Kingdom, only pharaohs were thought to enter an Nile River eternal afterlife, so their tombs were built to last. Many objects were buried with the pharaoh for use in the next world. Red Sea The pharaohs directed the building of other monuments to glorify their power. Let’s learn more about these structures and the pharaohs who ordered their creation.
30°E 0 200 400 miles 0 200 400 kilometers Sinusoidal (Sanson-Flamsteed) Projection
CANAAN
Dead Sea
SINAI PENINSULA
EGYPT
Giza Cairo
Dayr al-Bahri Abu Simbel
Important Monument Sites in Ancient Egypt
0 Karnak Old Kingdom (2700–2200 B.C.E.)
W N
S E
KUSH
20°N Middle Kingdom (2000–1800 B.C.E.)
New Kingdom (1600–1100 B.C.E.)
City This map shows some of the sites of great monuments built during Egypt’s three periods of stability under the pharaohs.
AW_SE_08_03.eps Ancient Egypt Black Cyan MagentaYellow Second Proof 144 Lesson 9 TCI18 15
Captions for photos, illustrations, tables, and graphs reinforce the main idea of the section and provide details that guide students’ interpretation of the graphics.
When Khufu became pharaoh, he began construction on the Great Pyramid. How it was built remains a mystery.
This three-inch-high ivory statue of Khufu was discovered during the excavation of a temple in 1903. It is displayed in the Egyptian Museum in Cairo.
2. Khufu: The Pyramid Pharaoh
The pharaoh Khufu (KOO-foo) ruled from about 2551 to 2528 b.c.e., during the Old Kingdom period. Today, he is best known for a famous pyramid built during his reign.
Not much is known about Khufu. Some stories describe him as a cruel, harsh ruler. Others say that he was powerful but kind.
Historians do know that Khufu helped establish the pharaoh as a central authority. For example, he maintained strict control over Egypt’s food supply. He oversaw the harvest and the storage of extra grain. He also controlled a large network of government officials who enforced his laws. Khufu emphasized his supreme power by declaring himself a god.
Khufu and other Old Kingdom pharaohs had pyramids built as tombs for themselves and their families. Khufu was responsible for the building of the Great Pyramid at Giza, one of the wonders of the ancient world.
The Great Pyramid sat at the center of a huge complex of temples, statues, monuments, and smaller tombs. It was made of more than 2 million stone blocks, perfectly fitted together. Inside, tunnels led to several burial chambers. The king’s chamber had six roofs to hold up the weight of the stone layers above it.
Building the Great Pyramid was an amazing feat. No one knows exactly how the Egyptians constructed it, but it took about 20 years to complete. Khufu had strict control of the project, organizing thousands of workers. The finished pyramid was a timeless monument to Egyptian engineering.
The Ancient Egyptian Pharaohs 145 Section introductions help link the new section to the last section.
The text is written in a clear and engaging way without figurative language. Each section ends with a conclusion that wraps up the main ideas.
Single-column text makes the content easier to read. Paragraphs end at the bottom of the page instead of continuing onto the next page.
Universal Access
TCI is designed to reach all learners. Here are some resources teachers can use in their classrooms.
Select Reading Level
Play Main Ideas
Show Highlights Add Note
Save Text to Drive Reading Tools
Digital text-to-audio, main ideas, and note-taking tools support reading.
Enrichment Opportunities
Students engage with primary sources, review literature, and study biographies of historical figures.
Visual Discovery
Experiential Exercise Writing for Understanding
Problem Solving Groupwork
Response Group
Social Studies Skill Builder
Multi-Modal Teaching Strategies
Six distinct teaching strategies support comprehension using a variety of skills, allowing all students to actively engage in the content.
Differentiating Instruction
Each lesson comes with modifications for English learners, learners reading and writing below grade level, learners with special education needs, and advanced learners.
Multi-Media Delivery
Content is delivered using a combination of writing, visuals, activities, videos, and games to make content accessible to all learners.
Quicker Coverage and
Deeper Coverage
Pacing can vary from lesson to lesson, and year to year. Suggestions for quicker coverage or deeper coverage are provided for each lesson.
